Knowledge aims

　(1)Learn the words of rooms in homes:

bedroom, bathroom, kitchen, dining room, living room

(2)Learn other new words and phrases:

second, floor, upstairs, come in, garden, house, grandfather, door

(3)Learn some prepositions of position:

in, on, next to, in front of, behind

(4)Master how to use the structure of“There be”.

Oh, there are so many books on the shelves.

Is there a computer in your study?　 Yes, there is.

Are there any books in the study?　 Yes, there are.

Ability aims

Train the students’logical thinking and qickly reaction capability.

Develop the students’ ability of creative thinking and cooperative study.

Emotional aims

Cultivate the students’ ability of group cooperation further .

Strive constantly for self-improvement.

Section A is the first section.The part is very interesting.and easy. I think the students will be interestedin it. In this part, I let students master some useful and diffcult and sentence pattern.The period will arouse the students’ learning interests. All of the materials are arranged around contemporary tenchnolgy.

4. Homework:

　(让学生给他/她的教师写一封描述自己的书房的信。)

3. (让学生自主归纳整理本话题重点, 以加深印象, 巩固记忆。四人一组, 进行自主学习,

每名学生负责归纳整理一个section的重点句型与词组。最后四名学生将总结的结果合并到一起, 向全班学生汇报, 与全班共享话题1的重点句型与词组, 并与课本3a和3b对照。)

2. (完成5。让学生四人一组, 做调查, 房间里有什么东西, 先做个汇报。接着把房间里的东西放在合适的地方, 用图体现出来。看谁设计的效果最好, 张贴在教室里, 给予表扬。)

(1)T: Work in a groups of four. Make a survey.

T: Report to the classmates, using the sentences like this:

There is …

There isn’t …

There are …

There aren’t …

It’s on/in/behind/in front of …

They’re on/in/behind/in front of …

(2)T: Then draw a room. Who draws the things in the best place is the winner.

1. (双人活动, 把一张图案鲜明的图片给A, 但不让A看到图中内容。A把图的正面面向B，接着A把图面向其他学生, 让其他学生来描绘这张图，A根据学生们的描述在黑板上画出一幅图。A可以问问题，其他学生回答。最后让学生们给A打分。此活动能够活跃课堂气氛, 激发学生兴趣。)

For example:

A: What can you see in my picture?

B: There is a horse in the picture.

A: What else?

B: There is a man on the horse.

A: Is the horse running or walking?

B: The horse is running.

A: What else can you see?

B: The sky is blue and there are many trees in the picture.

(以下是其他学生看到图后描述的情况。)

Ss: The sky is blue. There are many green trees in the picture. There is a horse in the picture. And there is a man on the horse. The horse is running.

(增加教学弹性, 可以换图多做一、二次。)

3. (用所学的介词及“there be”句型, 让学生完成4。)

T: Write a letter to your friend about your house. Using the prepositions that you learnt and the structure of “there be”.

Step 5 　Project 第五步 　综合探究活动(时间:12分钟)

2. (告诉学生3a和3b是本单元重点, 翻开书齐读。)

T: Please open your books! Read 3a and 3b together.

1. (1)(让学生根据所听到2的录音，完成2。)

T: Listen to 2 and draw a picture according to what you will hear.

(让学生可以先写下关键词, 录音停止后再画。)

(2)(核对完答案, 选出最佳图画, 张贴在教室里。接着要求学生看图写出刚才听到的句子, 以巩固所学介词及“there be”句型。)

T: Please write the sentences that you heard just now.

2. (让学生归纳含/h/, /r/, /w/, /j/的单词。)

T: Let’s sum up the words that have the pronunciations /h/, /r/, /w/, /j/.

Step 4 　Practice 第四步 　练习(时间:15分钟)